Three Validity Studies of the Daily Progress Report in Relationship to the Check,Connect,and Expect Intervention

Abstract

Elementary students (N = 104) at risk for severe behavior problems or with special education eligibility participated in three validity studies of the daily progress report (DPR) used in a Tier 2 behavioral intervention known as Check, Connect, and Expect (CCE). In Study 1, the relationship between teachers’ ratings of students’ externalizing problem behavior and students’ DPR scores was established. In Study 2, behavior specialists’ use of the DPR to make student treatment decisions in the CCE program was partially validated. The utility of placing students with low DPR percentages into interventions based on functional behavior assessment (FBA) was validated. In Study 3, the treatment duration of 4 weeks above the 75th percentile on the DPR proved to be an efficacious treatment outcome predictor versus 8 weeks duration, which was originally recommended in the CCE protocol. Future implementation of the CCE program would suggest assigning students who meet the 4-week DPR criterion to the self-monitoring phase of the intervention, allowing behavior specialists more time to facilitate individualized FBA-based interventions for students who fail to respond to the basic intervention.